Gender mainstreaming in higher education: Experiences from Africa

Maria Tsvere, L.eonorah Tendai Nyaruwata


Locating gender mainstreaming debates in higher education curricular will help any country to move towards more
systematic approaches and broader understanding of the dynamics at play in historical space and time. Gender
mainstreaming in education implies making gender dimension explicit and considering concerns and constrains male
and female students experience resulting in quality of outcome. This implies recognizing gender differences as an underlying
factor in policy issues. This paper reports on identified policy issues and experiences of four African countries on
mainstreaming initiatives in education. Findings from action research and experience sharing focus group discussions in
three countries show among others, that epistemological pedagogical issue is being ignored, especially teaching practice,
learning materials and administrative aspects making it necessary to enhance lecturer capacity and review educational
policies in the Africa curricula.

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